Abstract
Mindfulness-based interventions (MBIs) have become an increasingly widespread treatment for psychiatric and medical disorders in children and adolescents. However, enthusiasm for mindfulness in pediatric populations may outpace the evidence. To address this gap, we integrate the “Framework for Developing and Testing Mind and Body Interventions” issued by the National Center for Complementary and Integrative Health (NCCIH) with the National Institute of Health (NIH) “Stage Model of Intervention Development,” and offer specific recommendations based on the stage model of MBI development to guide the design, evaluation, implementation, and dissemination of MBIs in young persons. As such, we offer both a theoretical framework and practical guidance to child and adolescent clinicians and researchers seeking to develop and/or test evidence-based MBIs. We believe that this paper has great potential for scientific and public health benefit, given the rapidly increasing use of mindfulness as a clinical intervention.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Amiel, P., Moreau, D., Vincent-Genod, C., Alberti, C., Hankard, R., Ravaud, P., et al. (2007). Noninvitation of eligible individuals to participate in pediatric studies: A qualitative study. Archives of Pediatrics & Adolescent Medicine, 161(5), 446–450. https://doi.org/10.1001/archpedi.161.5.446.
Arain, M., Campbell, M. J., Cooper, C. L., & Lancaster, G. A. (2010). What is a pilot or feasibility study? A review of current practice and editorial policy. BMC Medical Research Methodology, 10(1), 67. https://doi.org/10.1186/1471-2288-10-67.
Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N. D., Carmody, J., Devins, G. (2004). Mindfulness: a proposed operational definition. Clinical Psychology: Science and Practice, 11(3), 230–241. https://doi.org/10.1093/clipsy/bph077.
Black, D. S. (2015). Mindfulness training for children and adolescents: a state-of-the-science review. In K. W. Brown, J. D. Creswell, & R. M. Ryan (Eds.), Handbook of mindfulness: theory, research, and practice (pp. 283–310). New York: Guilford Press.
Bluth, K., Campo, R. A., Pruteanu-Malinici, S., Reams, A., Mullarkey, M., & Broderick, P. C. (2016). A school-aged mindfulness pilot study for ethnically diverse at-risk adolescents. Mindfulness, 7(1), 90–104. https://doi.org/10.1007/s12671-014-0376-1.
Bodhi, B. (2011). What does mindfulness really mean? A canonical perspective. Contemporary Buddhism, 12(1), 19–39. https://doi.org/10.1080/14639947.2011.564813.
Bögels, S., Hoogstad, B., van Dun, L., de Schutter, S., & Restifo, K. (2008). Mindfulness training for adolescents with externalizing disorders and their parents. Behavioural and Cognitive Psychotherapy, 36(02), 307–314. https://doi.org/10.1017/S1352465808004190.
Bowen, D. J., Kreuter, M., Spring, B., Cofta-Woerpel, L., Linnan, L., Weiner, D., Fernandez, M. (2009). How we design feasibility studies. American Journal of Preventive Medicine, 36(5), 452–457. https://doi.org/10.1016/j.amepre.2009.02.002.
Branson, A., Shafran, R., & Myles, P. (2015). Investigating the relationship between competence and patient outcome with CBT. Behaviour Research and Therapy, 68, 19–26. https://doi.org/10.1016/j.brat.2015.03.002.
Brown, K. W., West, A. M., Loverich, T. M., & Biegel, G. M. (2011). Assessing adolescent mindfulness: validation of an adapted mindful attention awareness scale in adolescent normative and psychiatric populations. Psychological Assessment, 23(4), 1023–1033. https://doi.org/10.1037/a0021338.
Carboni, J. A., Roach, A. T., & Fredrick, L. D. (2013). Impact of mindfulness training on the behavior of elementary students with attention-deficit/hyperactive disorder. Research in Human Development, 10(3), 234–251. https://doi.org/10.1080/15427609.2013.818487.
Carroll, K. M., & Rounsaville, B. J. (2003). Bridging the gap: a hybrid model to link efficacy and effectiveness research in substance abuse treatment. Psychiatric Services, 54(3), 333–339. https://doi.org/10.1176/appi.ps.54.3.333.
Castellanos, R., Yildiz Spinel, M., Phan, V., Orengo-Aguayo, R., Humphreys, K. L., & Flory, K. (2020). A systematic review and meta-analysis of cultural adaptations of mindfulness-based interventions for Hispanic populations. Mindfulness, 11(2), 317–332. https://doi.org/10.1007/s12671-019-01210-x.
Chawla, N., Collins, S., Bowen, S., Hsu, S., Grow, J., Douglass, A., & Marlatt, G. A. (2010). The mindfulness-based relapse prevention adherence and competence scale: development, interrater reliability, and validity. Psychotherapy Research, 20(4), 388–397. https://doi.org/10.1080/10503300903544257.
Chiesa, A. (2013). The difficulty of defining mindfulness: current thought and critical issues. Mindfulness, 4(3), 255–268. https://doi.org/10.1007/s12671-012-0123-4.
Costello, I., Wong, I. C. K., & Nunn, A. J. (2004). A literature review to identify interventions to improve the use of medicines in children. Child: Care, Health and Development, 30(6), 647–665. https://doi.org/10.1111/j.1365-2214.2004.00478.x.
Crane, R. S., Eames, C., Kuyken, W., Hastings, R. P., Williams, J. M. G., Bartley, T., et al. (2013). Development and validation of the mindfulness-based interventions - teaching assessment criteria (MBI:TAC). Assessment, 20(6), 681–688. https://doi.org/10.1177/1073191113490790.
Crane, R. S., & Kuyken, W. (2013). The implementation of mindfulness-based cognitive therapy: learning from the UK Health Service experience. Mindfulness, 4(3), 246–254. https://doi.org/10.1007/s12671-012-0121-6.
Crane, R. S., Kuyken, W., Hastings, R. P., Rothwell, N., & Williams, J. M. G. (2010). Training teachers to deliver mindfulness-based interventions: learning from the UK experience. Mindfulness, 1(2), 74–86. https://doi.org/10.1007/s12671-010-0010-9.
Davidson, R. J., & Kaszniak, A. W. (2015). Conceptual and methodological issues in research on mindfulness and meditation. American Psychologist, 70(7), 581–592. https://doi.org/10.1037/a0039512.
Dimidjian, S., & Segal, Z. V. (2015). Prospects for a clinical science of mindfulness-based intervention. American Psychologist, 70(7), 593–620. https://doi.org/10.1037/a0039589.
Dockray, S., Grant, N., Stone, A. A., Kahneman, D., Wardle, J., & Steptoe, A. (2010). A comparison of affect ratings obtained with ecological momentary assessment and the day reconstruction method. Social Indicators Research, 99(2), 269–283. https://doi.org/10.1007/s11205-010-9578-7.
Dunne, J. D. (2011). Toward an understanding of non-dual mindfulness. Contemporary Buddhism, 12(1), 71–88. https://doi.org/10.1080/14639947.2011.564820.
Dunne, J. D. (2015). Buddhist styles of mindfulness: a heuristic approach. In B. D. Ostafin, M. D. Robinson, & B. P. Meier (Eds.), Handbook of mindfulness and self-regulation New York, NY: Springer. (pp. 251–270).
Dunning, D. L., Griffiths, K., Kuyken, W., Crane, C., Foulkes, L., Parker, J., & Dalgleish, T. (2018). Research review: the effects of mindfulness-based interventions on cognition and mental health in children and adolescents – a meta-analysis of randomized controlled trials. Journal of Child Psychology and Psychiatry, 60(3), 244–258. https://doi.org/10.1111/jcpp.12980.
Fairburn, C. G., & Cooper, Z. (2011). Therapist competence, therapy quality, and therapist training. Behaviour Research and Therapy, 49(6–7), 373–378. https://doi.org/10.1016/j.brat.2011.03.005.
Ferro, A. (2015). Paediatric prescribing: why children are not small adults. British Journal of Clinical Pharmacology, 79(3), 351–353. https://doi.org/10.1111/bcp.12540.
Flay, B. R., Biglan, A., Boruch, R. F., Castro, F. G., Gottfredson, D., Kellam, S., et al. (2005). Standards of evidence: criteria for efficacy, effectiveness and dissemination. Prevention Science, 6(3), 151–175. https://doi.org/10.1007/s11121-005-5553-y.
Fleming, M., Kirby, B., & Penny, K. I. (2012). Record linkage in Scotland and its applications to health research. Journal of Clinical Nursing, 21(19–20), 2711–2721. https://doi.org/10.1111/j.1365-2702.2011.04021.x.
Ford, I., & Norrie, J. (2016). Pragmatic trials. New England Journal of Medicine, 375(5), 454–463. https://doi.org/10.1056/NEJMra1510059.
Ford, T. (2008). Practitioner review: how can epidemiology help us plan and deliver effective child and adolescent mental health services? Journal of Child Psychology and Psychiatry, and Allied Disciplines, 49(9), 900–914. https://doi.org/10.1111/j.1469-7610.2008.01927.x.
Ford, T., Hamilton, H., Meltzer, H., & Goodman, R. (2008). Predictors of service use for mental health problems among british schoolchildren. Child and Adolescent Mental Health, 13(1), 32–40. https://doi.org/10.1111/j.1475-3588.2007.00449.x.
Gardiner, P., & Dvorkin, L. (2006). Promoting medication adherence in children. American Family Physician, 74(5), 793–798.
Gilpin, R. (2008). The use of theravāda buddhist practices and perspectives in mindfulness-based cognitive therapy. Contemporary Buddhism, 9(2), 227–251. https://doi.org/10.1080/14639940802556560.
Goldberg, S. B., Tucker, R. P., Greene, P. A., Davidson, R. J., Wampold, B. E., Kearney, D. J., & Simpson, T. L. (2018). Mindfulness-based interventions for psychiatric disorders: a systematic review and meta-analysis. Clinical Psychology Review, 59, 52–60. https://doi.org/10.1016/j.cpr.2017.10.011.
Goodman, M. S., Madni, L. A., & Semple, R. J. (2017). Measuring mindfulness in youth: review of current assessments, challenges, and future directions. Mindfulness, 8(6), 1409–1420. https://doi.org/10.1007/s12671-017-0719-9.
Greco, L. A., Baer, R. A., & Smith, G. T. (2011). Assessing mindfulness in children and adolescents: development and validation of the child and adolescent mindfulness measure (CAMM). Psychological Assessment, 23(3), 606–614. https://doi.org/10.1037/a0022819.
Grossman, P. (2008). On measuring mindfulness in psychosomatic and psychological research. Journal of Psychosomatic Research, 64(4), 405–408. https://doi.org/10.1016/j.jpsychores.2008.02.001.
Grossman, P., & Van Dam, N. T. (2011). Mindfulness, by any other name … : trials and tribulations of sati in western psychology and science. Contemporary Buddhism, 12(1), 219–239. https://doi.org/10.1080/14639947.2011.564841.
Gupta, R., & Kar, B. R. (2009). Development of attentional processes in ADHD and normal children. Progress in Brain Research, 176, 259–276. https://doi.org/10.1016/S0079-6123(09)17614-8.
Harrington, A., & Dunne, J. D. (2015). When mindfulness is therapy. American Psychologist, 70(7), 621–631. https://doi.org/10.1037/a0039460.
Hartling, L., Wittmeier, K. D. M., Caldwell, P., van der Lee, H., Klassen, T. P., Craig, J. C., & Offringa, M. (2012). StaR child health: developing evidence-based guidance for the design, conduct, and reporting of pediatric trials. Pediatrics, 129(Supplement 3), S112–S117. https://doi.org/10.1542/peds.2012-0055C.
Hasenkamp, W., Wilson-Mendenhall, C. D., Duncan, E., & Barsalou, L. W. (2012). Mind wandering and attention during focused meditation: a fine-grained temporal analysis of fluctuating cognitive states. NeuroImage, 59(1), 750–760. https://doi.org/10.1016/j.neuroimage.2011.07.008.
Haydicky, J., Shecter, C., Wiener, J., & Ducharme, J. M. (2013). Evaluation of mbct for adolescents with adhd and their parents: impact on individual and family functioning. Journal of Child and Family Studies, 24(1), 76–94. https://doi.org/10.1007/s10826-013-9815-1.
Hilt, R. J. (2013). Adherence and behavioral health care. Pediatric Annals, 42(8), 306–306. https://doi.org/10.3928/00904481-20130723-03.
Howard, G. S. (1980). Response-shift bias: a problem in evaluating interventions with pre/post self-reports. Evaluation Review, 4(1), 93–106. https://doi.org/10.1177/0193841X8000400105.
Jadad, A., & Enkin, M. (2008). Bias in randomized controlled trials. In Randomized controlled trials (pp. 29–47). Oxford: Blackwell Publishing Ltd.. https://doi.org/10.1002/9780470691922.ch3.
Johnson, C., Burke, C., Brinkman, S., & Wade, T. (2016). Effectiveness of a school-based mindfulness program for transdiagnostic prevention in young adolescents. Behaviour Research and Therapy, 81, 1–11. https://doi.org/10.1016/j.brat.2016.03.002.
Johnson, C., Burke, C., Brinkman, S., & Wade, T. (2017a). A randomized controlled evaluation of a secondary school mindfulness program for early adolescents: do we have the recipe right yet? Behaviour Research and Therapy, 99, 37–46. https://doi.org/10.1016/j.brat.2017.09.001.
Johnson, C., Burke, C., Brinkman, S., & Wade, T. (2017b). Development and validation of a multifactor mindfulness scale in youth: the comprehensive inventory of mindfulness experiences–adolescents (CHIME-A). Psychological Assessment, 29(3), 264–281. https://doi.org/10.1037/pas0000342.
Joseph, P. D., Craig, J. C., & Caldwell, P. H. Y. (2015). Clinical trials in children. British Journal of Clinical Pharmacology, 79(3), 357–369. https://doi.org/10.1111/bcp.12305.
Julius, R. J., Novitsky, M. A., & Dubin, W. R. (2009). Medication adherence: a review of the literature and implications for clinical practice. Journal of Psychiatric Practice, 15(1), 34–44. https://doi.org/10.1097/01.pra.0000344917.43780.77.
Jüni, P., Altman, D. G., & Egger, M. (2001). Systematic reviews in health care: assessing the quality of controlled clinical trials. BMJ, 323(7303), 42–46.
Kabat-Zinn, J. (1982). An outpatient program in behavioral medicine for chronic pain patients based on the practice of mindfulness meditation: Theoretical considerations and preliminary results. General Hospital Psychiatry, 4(1), 33–47. https://doi.org/10.1016/0163-8343(82)90026-3.
Khoury, B., Sharma, M., Rush, S. E., & Fournier, C. (2015). Mindfulness-based stress reduction for healthy individuals: a meta-analysis. Journal of Psychosomatic Research, 78(6), 519–528. https://doi.org/10.1016/j.jpsychores.2015.03.009.
Kiani, B., Hadianfard, H., & Mitchell, J. T. (2017). The impact of mindfulness meditation training on executive functions and emotion dysregulation in an Iranian sample of female adolescents with elevated attention-deficit/hyperactivity disorder symptoms. Australian Journal of Psychology, 69(4), 273–282. https://doi.org/10.1111/ajpy.12148.
Killingsworth, M. A., & Gilbert, D. T. (2010). A wandering mind is an unhappy mind. Science (New York, N.Y.), 330(6006), 932. https://doi.org/10.1126/science.1192439.
Klingbeil, D. A., Renshaw, T. L., Willenbrink, J. B., Copek, R. A., Chan, K. T., Haddock, A., Clifton, J. (2017). Mindfulness-based interventions with youth: a comprehensive meta-analysis of group-design studies. Journal of School Psychology, 63, 77–103. https://doi.org/10.1016/j.jsp.2017.03.006.
Kuby, A. K., McLean, N., & Allen, K. (2015). Validation of the child and adolescent mindfulness measure (camm) with non-clinical adolescents. Mindfulness, 6(6), 1448–1455. https://doi.org/10.1007/s12671-015-0418-3.
Kuyken, W., Hayes, R., Barrett, B., Byng, R., Dalgleish, T., Kessler, D., Byford, S. (2015). Effectiveness and cost-effectiveness of mindfulness-based cognitive therapy compared with maintenance antidepressant treatment in the prevention of depressive relapse or recurrence (PREVENT): a randomised controlled trial. The Lancet, 386(9988), 63–73. https://doi.org/10.1016/S0140-6736(14)62222-4.
Lask, B. (2003). Motivating children and adolescents to improve adherence. The Journal of Pediatrics, 143(4), 430–433. https://doi.org/10.1067/S0022-3476(03)00447-5.
Lau, M. A., Colley, L., Willett, B. R., & Lynd, L. D. (2012). Employee’s preferences for access to mindfulness-based cognitive therapy to reduce the risk of depressive relapse-a discrete choice experiment. Mindfulness, 3(4), 318–326. https://doi.org/10.1007/s12671-012-0108-3.
Lawlor, M. S., Schonert-Reichl, K. A., Gadermann, A. M., & Zumbo, B. D. (2014). A validation study of the mindful attention awareness scale adapted for children. Mindfulness, 5(6), 730–741. https://doi.org/10.1007/s12671-013-0228-4.
Levinson, D. B., Stoll, E. L., Kindy, S. D., Merry, H. L., & Davidson, R. J. (2014). A mind you can count on: validating breath counting as a behavioral measure of mindfulness. Frontiers in Psychology, 5(Oct), 1–10. https://doi.org/10.3389/fpsyg.2014.01202.
Lo, H., Wong, S., Wong, J., Yeung, J., Snel, E., & Wong, S. (2017). The effects of family-based mindfulness intervention on adhd symptomology in young children and their parents: a randomized control trial. Journal of Attention Disorders, 24(5), 667–680. 1–14. https://doi.org/10.1177/1087054717743330.
Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., & Eiroa-Orosa, F. J. (2019). A systematic review and meta-analysis of the impact of mindfulness-based interventions on the well-being of healthcare professionals. Mindfulness, 10(7), 1193–1216. https://doi.org/10.1007/s12671-018-1062-5.
Magra, I. (2019). Schools in England introduce a new subject: mindfulness. The New York times. Retrieved July 9, 2019, from https://www.nytimes.com/2019/02/04/world/europe/uk-mindfulness-children-school.html
Matsui, D. (2007). Current issues in pediatric medication adherence. Paediatric Drugs, 9(5), 283–288. https://doi.org/10.2165/00148581-200709050-00001.
McClintock, A. S., Rodriguez, M. A., & Zerubavel, N. (2019). The effects of mindfulness retreats on the psychological health of non-clinical adults: a meta-analysis. Mindfulness, 10(8), 1443–1454. https://doi.org/10.1007/s12671-019-01123-9.
McHugh, R. K., & Barlow, D. H. (2010). The dissemination and implementation of evidence-based psychological treatments: a review of current efforts. American Psychologist, 65(2), 73–84. https://doi.org/10.1037/a0018121.
Mikulas, W. L. (2011). Mindfulness: significant common confusions. Mindfulness, 2(1), 1–7. https://doi.org/10.1007/s12671-010-0036-z.
Moore, P. (1998). Children are not small adults. The Lancet, 352(9128), 630. https://doi.org/10.1016/S0140-6736(05)79591-X.
Nathanson, L., Rivers, S. E., Flynn, L. M., & Brackett, M. A. (2016). Creating emotionally intelligent schools with ruler. Emotion Review, 8(4), 305–310. https://doi.org/10.1177/1754073916650495.
National Center for Complementary and Integrative Health. (2017). Framework for developing and testing mind and body interventions. Retrieved March 3, 2017, from https://nccih.nih.gov/grants/mindbody/framework
Neumann, P. J., & Cohen, J. T. (2015). Measuring the value of prescription drugs. New England Journal of Medicine, 373(27), 2595–2597. https://doi.org/10.1056/NEJMp1512009.
Nevins, T. E. (2002). Non-compliance and its management in teenagers. Pediatric Transplantation, 6(6), 475–479. https://doi.org/10.1034/j.1399-3046.149.ptr1s077.1.x.
O’Toole, C., Furlong, M., McGilloway, S., & Bjørndal, A. (2017). Preschool and school-based mindfulness programmes for improving mental health and cognitive functioning in young people aged 3 to 18 years. Cochrane Database of Systematic Reviews, 2017(1). https://doi.org/10.1002/14651858.CD012518.
Onken, L. S., Carroll, K. M., Shoham, V., Cuthbert, B. N., & Riddle, M. (2014). Reenvisioning clinical science: Unifying the discipline to improve the public health. Clinical Psychological Science, 2(1), 22–34. https://doi.org/10.1177/2167702613497932.
Orsmond, G. I., & Cohn, E. S. (2015). The distinctive features of a feasibility study. OTJR: Occupation, Participation and Health, 35(3), 169–177. https://doi.org/10.1177/1539449215578649.
Osterberg, L., & Blaschke, T. (2005). Adherence to medication. The New England Journal of Medicine, 353(5), 487–497. https://doi.org/10.1056/NEJMra050100.
Park, T., Reilly-Spong, M., & Gross, C. R. (2013). Mindfulness: a systematic review of instruments to measure an emergent patient-reported outcome (PRO). Quality of Life Research, 22(10), 2639–2659. https://doi.org/10.1007/s11136-013-0395-8.
Parker, A. E., Kupersmidt, J. B., Mathis, E. T., Scull, T. M., & Sims, C. (2014). The impact of mindfulness education on elementary school students: evaluation of the master mind program. Advances in School Mental Health Promotion, 7(3), 184–204. https://doi.org/10.1080/1754730X.2014.916497.
Patten, S. B., & Meadows, G. M. (2009). Population-based service planning for implementation of mbct: Linking epidemiologic data to practice. Psychiatric Services, 60(11), 1540–1542. https://doi.org/10.1176/ps.2009.60.11.1540.
Rock, P. L., Roiser, J. P., Riedel, W. J., & Blackwell, A. D. (2014). Cognitive impairment in depression: a systematic review and meta-analysis. Psychological Medicine, 44(10), 2029–2040. https://doi.org/10.1017/S0033291713002535.
Roland, M., & Torgerson, D. J. (1998). Understanding controlled trials: what are pragmatic trials? BMJ, 316(7127), 285–285. https://doi.org/10.1136/bmj.316.7127.285.
Rothwell, P. M. (2005). External validity of randomised controlled trials: “to whom do the results of this trial apply?”. The Lancet, 365(9453), 82–93. https://doi.org/10.1016/S0140-6736(04)17670-8.
Santer, M., Ring, N., Yardley, L., Geraghty, A. W. A., & Wyke, S. (2014). Treatment non-adherence in pediatric long-term medical conditions: systematic review and synthesis of qualitative studies of caregivers’ views. BMC Pediatrics, 14(1), 63. https://doi.org/10.1186/1471-2431-14-63.
Saunders, D. C. (2015). Being mindful of mindfulness: past, present, and future of mindfulness in child and adolescent psychiatry. Journal of the American Academy of Child and Adolescent Psychiatry, 54(6), 437–439. https://doi.org/10.1016/j.jaac.2015.03.006.
Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social-emotional development through a simple-to-administer mindfulness-based school program for elementary school children: a randomized controlled trial. Developmental Psychology, 51(1), 52–66. https://doi.org/10.1037/a0038454.
Semple, R. J., Droutman, V., & Reid, B. A. (2017). Mindfulness goes to school: things learned (so far) from research and real-world experiences. Psychology in the Schools, 54(1), 29–52. https://doi.org/10.1002/pits.21981.
Sharf, R. H. (2015). Is mindfulness buddhist? (and why it matters). Transcultural Psychiatry, 52(4), 470–484. https://doi.org/10.1177/1363461514557561.
Sharman, J. (2017). Eight-year-olds to get mindfulness lessons to promote wellbeing. Retrieved July 9, 2019, from http://www.independent.co.uk/news/uk/home-news/children-eight-mindfulness-lessons-relaxation-mental-health-school-education-a7625296.html
Shilling, V., Williamson, P., Hickey, H., Sowden, E., Smyth, R., & Young, B. (2011). Processes in recruitment to randomised controlled trials of medicines for children (RECRUIT): a qualitative study. Health Technology Assessment, 15(15), 1–116. https://doi.org/10.3310/hta15150.
Singh, N. N., Lancioni, G. E., Karazsia, B. T., Felver, J. C., Myers, R. E., & Nugent, K. (2016). Effects of samatha meditation on active academic engagement and math performance of students with attention deficit/hyperactivity disorder. Mindfulness, 7(1), 68–75. https://doi.org/10.1007/s12671-015-0424-5.
Singh, N. N., Lancioni, G. E., Nabors, L., Myers, R. E., Felver, J. C., & Manikam, R. (2018). Samatha meditation training for students with attention deficit/hyperactivity disorder: effects on active academic engagement and math performance. Mindfulness, 9(6), 1867–1876. https://doi.org/10.1007/s12671-018-1014-0.
Sox, H. C., & Goodman, S. N. (2012). The methods of comparative effectiveness research. Annual Review of Public Health, 33(1), 425–445. https://doi.org/10.1146/annurev-publhealth-031811-124610.
Turgon, R., Ruffault, A., Juneau, C., Blatier, C., & Shankland, R. (2019). Eating disorder treatment: a systematic review and meta-analysis of the efficacy of mindfulness-based programs. Mindfulness, 10(11), 2225–2244. https://doi.org/10.1007/s12671-019-01216-5.
UK Department of Education. (2019). One of the largest mental health trials launches in schools. Retrieved July 9, 2019, from https://www.gov.uk/government/news/one-of-the-largest-mental-health-trials-launches-in-schools
Van Dam, N. T., van Vugt, M. K., Vago, D. R., Schmalzl, L., Saron, C. D., Olendzki, A., Meyer, D. E. (2018). Mind the hype: a critical evaluation and prescriptive agenda for research on mindfulness and meditation. Perspectives on Psychological Science, 13(1), 36–61. https://doi.org/10.1177/1745691617709589.
van de Weijer-Bergsma, E., Formsma, A. R., de Bruin, E. I., & Bögels, S. M. (2012). The effectiveness of mindfulness training on behavioral problems and attentional functioning in adolescents with adhd. Journal of Child and Family Studies, 21(5), 775–787. https://doi.org/10.1007/s10826-011-9531-7.
van der Oord, S., Bögels, S. M., & Peijnenburg, D. (2012). The effectiveness of mindfulness training for children with adhd and mindful parenting for their parents. Journal of Child and Family Studies, 21(1), 139–147. https://doi.org/10.1007/s10826-011-9457-0.
van Dulmen, S., Sluijs, E., van Dijk, L., de Ridder, D., Heerdink, R., & Bensing, J. (2007). Patient adherence to medical treatment: a review of reviews. BMC Health Services Research, 7(1), 55. https://doi.org/10.1186/1472-6963-7-55.
Vonderlin, R., Biermann, M., Bohus, M., & Lyssenko, L. (2020). Mindfulness-based programs in the workplace: a meta-analysis of randomized controlled trials. Mindfulness. https://doi.org/10.1007/s12671-020-01328-3.
Wendler, D. (2008). Is it possible to protect pediatric research subjects without blocking appropriate research? Journal of Pediatrics, 152(4), 467–470. https://doi.org/10.1016/j.jpeds.2007.09.027.
Whitley, E., & Ball, J. (2002). Statistics review 4: sample size calculations. Critical Care, 6(4), 335. https://doi.org/10.1186/cc1521.
Zenner, C., Herrnleben-Kurz, S., & Walach, H. (2014). Mindfulness-based interventions in schools-a systematic review and meta-analysis. Frontiers in Psychology, 5, 1–20. https://doi.org/10.3389/fpsyg.2014.00603.
Zhang, D., Chan, S. K. C., Lo, H. H. M., Chan, C. Y. H., Chan, J. C. Y., Ting, K. T., Wong, S. Y. S. (2017). Mindfulness-based intervention for chinese children with adhd and their parents: a pilot mixed-method study. Mindfulness, 8(4), 859–872. https://doi.org/10.1007/s12671-016-0660-3.
Zoogman, S., Goldberg, S. B., Hoyt, W. T., & Miller, L. (2015). Mindfulness interventions with youth: a meta-analysis. Mindfulness, 6(2), 290–302. https://doi.org/10.1007/s12671-013-0260-4.
Zylowska, L., Ackerman, D. L., Yang, M. H., Futrell, J. L., Horton, N. L., Hale, T. S., Smalley, S. L. (2008). Mindfulness meditation training in adults and adolescents with adhd: a feasibility study. Journal of Attention Disorders, 11(6), 737–746. https://doi.org/10.1177/1087054707308502
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
This article does not contain any studies with human participants or animals performed by any of the authors.
Conflict of Interest
DS declares that he has no conflict of interest. HK has provided consultation to Indivior, Inc. and declares that she has no conflict of interest with any material in this manuscript.
Additional information
Publisher’s Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
Saunders, D., Kober, H. Mindfulness-Based Intervention Development for Children and Adolescents. Mindfulness 11, 1868–1883 (2020). https://doi.org/10.1007/s12671-020-01360-3
Published:
Issue Date:
DOI: https://doi.org/10.1007/s12671-020-01360-3